ARTIFICIAL INTELLIGENCE ADOPTION IN EDUCATION: POTENTIALS, CHALLENGES AND ETHICAL CONCERNS

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in education,
offering unprecedented opportunities for personalization, inclusivity, and administrative efficiency.
Yet, the adoption of AI in educational contexts remains contested, particularly in developing
countries where infrastructural limitations, ethical dilemmas, and policy gaps persist. This study
examines the interplay between AI’s potential, challenges, and ethical concerns in shaping
attitudes toward adoption in higher education. Guided by Diffusion of Innovations Theory and
Ethical AI perspectives, a mixed-methods design was employed. Quantitative data were collected
from 270 respondents (students, lecturers, and administrators) through structured questionnaires,
while 20 in-depth interviews provided qualitative insights. Results reveal that the perceived
potential of AI strongly and positively predicts adoption attitudes, whereas infrastructural
challenges, algorithmic bias, and data privacy concerns negatively influence acceptance. Ethical
concerns, particularly those related to fairness, accountability, and transparency, emerged as
significant inhibitors. Interestingly, demographic factors such as gender and role were not
significant predictors, suggesting that systemic barriers may outweigh individual differences in
shaping adoption patterns. The findings underscore the need for holistic frameworks that strike a
balance between innovation, equity, ethics, and institutional readiness. Practical implications
include strengthening digital infrastructure, building educator capacity, and establishing robust
ethical governance mechanisms to ensure the responsible adoption of AI in education.